English-speaking Anxiety across MBTI Personality Types: A Descriptive-Comparative Study of Philippine Senior High School Students
Lawrence Ivan L. Braquel *
Institute of Teacher Education, Southern Philippines Agri-Business and Marine and Aquatic School of Technology (SPAMAST), Malita, Davao Occidental, Philippines.
Andrea M. Nawal
Institute of Teacher Education, Southern Philippines Agri-Business and Marine and Aquatic School of Technology (SPAMAST), Malita, Davao Occidental, Philippines.
Fe T. Canoy
Institute of Teacher Education, Southern Philippines Agri-Business and Marine and Aquatic School of Technology (SPAMAST), Malita, Davao Occidental, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Purpose: This study examined differences in English-speaking anxiety levels across the 16 Myers-Briggs Type Indicator (MBTI) personality types among Senior High School students in a public secondary school in Davao Occidental during the School Year 2024–2025.
Design: A quantitative, non-experimental descriptive-comparative design was employed. Data were collected from 143 students using the Personality Identity Estimator (PIE) and an adapted Foreign Language Classroom Anxiety Scale (FLCAS)-based questionnaire. Descriptive statistics were used to summarize personality distribution and anxiety levels, while one-way analysis of variance (ANOVA) was used to examine differences in English-speaking anxiety across personality types.
Findings: Virtuosos (ISTP) and Campaigners (ENFP) were the most prevalent personality types. Significant differences in English-speaking anxiety were found across MBTI personality types, F(15, 127) = 2.148, p = 0.011, with Defenders (ISFJ) showing the highest anxiety and Entertainers (ESFP) the lowest. Overall, students exhibited a moderate level of English-speaking anxiety (M = 3.40, SD = 0.28), with test anxiety emerging as the highest domain.
Conclusion: This study contributes Philippine evidence on the relationship between personality type and English-speaking anxiety in senior high school learners. The findings support personality-sensitive, learner-centered strategies that may reduce anxiety and strengthen students’ oral communication confidence.
Keywords: Communication apprehension, oral communication skills, personality traits, senior high school, speaking anxiety, speaking proficiency